Task I: Professional Goal Setting
Objective: Candidates set a professional goal, identify the action strategies they will use to achieve
that goal, and reflect on their learning and growth (as it relates to that goal) near the end of their
student teaching experience.
Resources: Candidates will use the NSU Conceptual Framework (see table below) as a guide for
determining their professional goal.
NSU Conceptual Potential Category Outcomes
Framework Categories (You will choose one of these outcomes
as the basis for your goal)
Knowledge of Self as an  Respect and Concern for Students
Individual
 Commitment to Health and Safety
Knowledge of the Learner  Developmental Needs
 Student Diversity
Knowledge of Content  Understanding Subject Matter
Knowledge of Pedagogy  Planning
 Implementation
 Assessment
 Classroom Management and
Organization
 Instructional Materials and Technology
Knowledge of Self as a  Parent and Community Involvement
Teacher and Member of a  Commitment to Teaching
Learning Community  Interpersonal Relations
 Professional Growth and Development
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Description
Knowledge of Self as an Individual
recognizes the educator’s influence in the
lives of students and emphasizes the
importance of building trust relationships,
and setting positive examples.
Knowledge of the learner focuses on an
understanding of growth and development
of learners in the contexts in which
development takes place and an
understanding of how student diversity
interacts with the learning process.
Knowledge of Content implies a broad
understanding of the centrality of content
knowledge for teaching, and ability to
organize central concepts and principles of
a subject matter, and a responsibility for
acquiring new knowledge.
Pedagogical Knowledge includes those
principles and strategies necessary for
effective teaching, including the planning,
implementation, and assessment of
instruction, classroom management and
organization, knowledge of curriculum and
instructional materials, and integration of
technology.
Knowledge of Self as a Teacher and
Member of a Learning Community calls for
a collaboration among teachers, students
and their families and communities that
embraces diversity, promotes a positive
sense of personal identify, and enhances
the possibilities for academic success.
 1. Conceptual Framework Goal Statement, Action Plan, and Reflection:

a. Identify the Framework Category to which your goal aligns:

Knowledge of Pedagogy

b. Identify the specific Category Outcome you will use to determine your goal:
Planning and Implementation

c. Based on the outcome you selected, write a specific goal for this experience. After your goal
statement, provide a brief narrative explaining the reasons as to why you chose this goal.
My goal for my STE is to effectively close a lesson/unit so there are no unanswered questions and we can
come together as a class and discuss what we learned.
I chose this as my goal because I tend to get caught up in the opening and instruction that I forget about the
closing. I can effectively manage my time during lessons, but I noticed in my videos of my PSTE that I would
have a weak ending to each lesson. I would often say things such as, “okay that’s it,” or “that’s all, any
questions,” instead of coming together as a class and reviewing what we talked about and learned in that
lesson.

d. Describe the action plan (steps/strategies and resources) required to accomplish this goal:
Resources: Observe/talk with other teachers and my CT and ask how they close lessons, watch videos of teachers who
effectively close their lessons, look in the library and online for ideas on closing activities

e. Reflect on your progress/growth toward achieving this goal:

Click here to enter text.

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Task II: Contextual Information (see rubric for scoring details)

Objective: Candidates gather contextual information and discuss factors that may influence the
teaching and learning process.

Resources: Use a variety of resources to gather contextual information including Census data for the
community, School Improvement Plan, cooperating teacher, Title I/SPED teachers, principal, school
counselor, Infinite Campus, student files (with administrative approval), school data available online.
http://doe.sd.gov/reportcard/listnew/

**The below information and resource is take, in part, from Educational Testing Service Praxis Performance
Assessment for Teachers (PPAT) Candidate and Educator Handbook, copyright 2015. All rights reserved.

Contextual Information: This chart is designed to help you understand the many factors that affect teaching
and learning. Understanding these factors as they relate to your teaching will help you determine the
instructional strategies and approaches that will support your students’ learning. In this chart, address any
factors listed as they pertain to your teaching assignment. The subcategories listed under each category are
just suggestions; there may be other subcategories that you would like to address, or there may be a
subcategory listed that does not apply to your situation.

Categories of Contextual Factors Description of the Contextual Factors

General Context of Your Students Student Grade Level: Second

(All subcategories listed in this box are required.) Student Developmental Level: Concrete
Students’ grade and developmental levels; the age range
Operational Stage
of students; the content area being taught; any other Age Range of Students: 7-9 years
factors that are pertinent to understanding your class Content Area Being Taught: Math, Language
assignment Arts, Science
Other Factors:
Community Suburban
(e.g., whether the area is urban, suburban, or rural; Population: 28,288 (2017)
socioeconomic information; census data for the
community)

District Enrollment: 445 (K-12)

(e.g., enrollment; percent of students receiving free or % receiving free or reduced lunches: 11.2% (50)
reduced-priced lunches; graduation rates; ethnicities;
percent of students with IEPs; percent of students who are
Graduation Rates: 97%
ELLs; per-pupil expenditures) Ethnicities: Hispanic 4.7%, Non-Hispanic 95.3%
% of students with IEPs: 10.8%
% of students who are ELLs: 0%
Per-Pupil Expenditures: $8.900 per student in
grades K-12
School Enrollment: 144
(e.g., enrollment; percent of students receiving free or % receiving free or reduced lunches: 12.3% (14
reduced-priced lunches; ethnicities; percent of students
with IEPs; percent of students who are ELLs; teacher-to-
students)
student ratio) Ethnicities: Hispanic 4.3%, Non-Hispanic: 95.7%
% of students with IEPs: 16% (18 students)
% of students who are ELLs: 0%
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 Teacher-to-Student Ration: 19 to 1

Task III: Instructional Design and Implementation

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Objective: Candidates design, implement, and assess a minimum of five lessons from multiple
subject and/or content areas. (see rubric for scoring on each component)
Complete this task using the Common Lesson Plan Template (below) for 5 different lessons.
 3 of the lessons must have been observed by your university supervisor
 Remaining two lessons should be lessons you have taught

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 Lesson #1
Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Miss Chrisandra Bierne

Grade Level: Second Grade
Subject: Math
Date: February 11, 2019
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
2.MD.8.B Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies,
using $ and ₵ symbols appropriately
List the Rationale (cite theories or theorists):
Gardner
List the learning objective(s) to be addressed in this lesson (specific, measurable,
attainable, time bound). Use the following format: “Students will be able to…”
Students will be able to solve word problems involving dollar bills, quarters, dimes, nickels,
and pennies, using $ and ₵ symbols appropriately.
Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.

Prior to this lesson students have had experience with skip counting, this lesson will utilize
that strategy. Counting coins is a 2nd grade standard and this lesson provides students with
strategies for counting and grouping coins.
Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs,
including those of gifted students, those of students’ physical needs, and those due to
cultural characteristics).
12 Boys, 8 Girls
1 Hispanic, 19 Caucasian
Describe your Knowledge of Students: (in terms of the whole class and individual students)
(e.g., language needs; approaches to learning; prior learning and experiences; academic
proficiencies/behavioral differences; areas of interest).
 1 student being tested for special education services
List the materials/resources you will need to teach the lesson.

 Play money
 Mini Whiteboards and Markers
 Student sheets for Lesson 3 “Count Coins”
 PowerPoint lesson
 Money Poem
 Items to “sell”
 Pencil
Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the
lesson and explain how it will enhance instruction and student learning.
 Promethean Board
 Online PowerPoint “Count Coins”
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Accommodations: Base this on the information you provided for Classroom
Demographics and Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the needs of
all learners and accommodate differences in students’ learning, culture, language, etc. *
 Read directions aloud
 Allow students to use coins as manipulatives when completing problems
Pre-Assessment: Describe the instrument or process you will use to measure students’
level of understanding toward the learning objective(s) prior to teaching the lesson.

 The students’ “My Review” sheet (front page only) will be used for the pre-
assessment.
 The pre-assessment will be administered one day prior to teaching the first lesson of
the chapter (approximately 3 school days prior to “Counting Coins” lesson)
Appendix A
Pre-Assessment: Describe how the results of the pre-assessment (what the students have
demonstrated they know) will be used to design the lesson objectives, instruction, and post-
assessment. (Include charts, graphs if applicable)
 Pre-Assessment results will determine student’s knowledge and the extent of their
knowledge on coins
 The assessment will ask students to match the coin name to its value as well has ask
them to find the value of coins
 If students struggle with coin names and values, I will spend extra time emphasizing
them in previous lessons
 If students struggle with counting coins, I will emphasize strategies in the “Counting
Coins” lesson
 If students excel with coin names and values, I will spend less instructional time on
the coins students understand
 If students excel with counting coins, I will spend less time on the basics of counting
coins (strategies)
o Not complete, or only do a few problems on the “Explore and Explain” page

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Classroom Management
Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively engaged
throughout the lesson.
 Callbacks
 Think-Pair-Share
 Choral Response
 Immediate Feedback
Implementation
“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the
knowledge and skills required of the objective.
 Start by reviewing the names of coins and their values with students (mini
whiteboards)
 Have students do the two problems on the “Common Core Quick Check” slide
 How to count a group of coins
o Start with the biggest coin
 Hand out bags of coins to each student and instruct them to keep the bags closed
until they are needed
o Don’t hand bags out until necessary
 Hold up classroom objects (pencil, eraser, book, etc.) and give each one a value
o Ask students how they could determine if they have enough money to buy the
item
o Ask students if they have enough money to buy the item
 Give a few students an extra quarter and ask how much they have now
 Explain “On My Own” directions
 Correct student’s “On My Own” as they finish
o Return immediately if fixes are needed
“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to
practice the skills and content needed to meet the learning objective(s).
 Hold up classroom objects (pencil, eraser, book, etc.) and give each one a value
o Students will determine how much money they have and if they have enough
money to buy the item
o As a class, we will determine the best way to find out if there is enough money
to buy the item
 Complete the “Explore and Explain” page
o Separate coins into groups (pennies, dimes, nickels, quarters)
 Record value of each group in the corresponding column
o Discuss ways to find the value of the group of coins
 Place coins in a row ordered from least to greatest according to value
o Skip count to find the value of the coins
o Students will write the total value of their coins at the bottom of the page
 Complete the “See and Show” page
o Ask students why you should start counting with the coin with the greatest
value
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 o Complete the page as a class
 Complete #6 on the “On My Own” page as a class
“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills
required by the lesson objectives?
 Complete #3-5,7,8,write math independently
Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were
taught in an interactive manner (whole/small group, etc.).
 Discuss how skip counting helps you to count groups of different coins
 Discuss strategies for counting coins
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you
will use to measure students’ level of understanding toward the learning objectives after
teaching the lesson.

 The post-assessment will be the student’s end of chapter test (select problems, see
Appendix B)
Appendix B
Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent
did students achieve the learning goals/objective of the lesson? Cite examples from the
lesson plan, assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.

Most student’s score increased from their pre-assessment to their post assessment. I think
overall students grasped and understood the concept. Before the lesson, students struggled
with the coin faces and would get confused between the various coins and their values.
During this lesson we reviewed coin faces and values and students seemed to find the
differences between the coins. A few student’s score decreased which, after looking at their
papers, were simple mistakes and the student got mixed up on their coins.

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 Reflect
Reflect on your instructional strategies, interactions with students, and classroom
management strategies. Describe what went well and what areas you need to revise in the
future. Cite examples (from video) that support your conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would
you make each revision? Cite examples from the lesson plan, video and/or student work
that would prompt revisions.
Things that went well include the review of previous material and the instruction of the
lesson. I think the review with the mini whiteboards helped students refresh their memory
and give them confidence moving forward. A struggle whenever using the whiteboards, not
just this lesson, is that students are tempted to draw on their boards as soon as they get
them. If I were to use them again I would make sure to emphasize that they are not to write
on their boards until instructed. Overall, the students seemed to remember many things that
had been previously taught. I also think the instruction went well. Students seemed to grasp
the concept of counting the groups of coins from greatest to least. I also think I did a good
job on time management, students had a reasonable amount of time to complete the “I Do”
portion.
Things that were a bit of a struggle were the classroom management and providing
examples. The students were very chatty during this lesson and it was a struggle to get
them to focus. In the future I will use a better “teacher voice” and have call backs to gather
their attention. I also could have moved around the room more and taught from various
points rather than staying in the front. It was also difficult and time consuming for me to
hand out papers and materials or have a student help. I need to be better at giving clear,
direct instructions and putting my foot down with students. Another thing I would change for
next time would be to have more examples to go over as a class. I only did the two provided
in the PowerPoint and while I felt at the time it was enough, I should have had a few more to
solidify the concept.
Overall, I think this lesson went well and students showed improvement. The things I would
change would be my classroom management technique as well as being prepared with
material so I don’t lose instructional time.

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Appendix A: Pre-Assessment

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Appendix B: Post Assessment

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Lesson #2
Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Miss Chrisandra Bierne

Grade Level: Second Grade
Subject: Math
Date: March 7, 2019
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
2. MD.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with
up to four categories. Solve simple put together, take-apart, and compare problems using
information presented in a bar graph.
List the Rationale (cite theories or theorists):
Gardner Multiple Intelligences- Visual, Interpersonal, Intrapersonal, Linguistic, Logical
List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, time
bound). Use the following format: “Students will be able to…”
Students will be able to draw a picture graph to represent a data set with up to four categories.
Students will be able to draw a bar graph to represent a data set with up to four categories.
Students will be able to solve simple put together, take-apart, and compare problems using
information presented in a bar graph.
Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.

Prior to this lesson students have been learning about tally charts and picture graphs. They are
familiar with converting a tally chart to a picture graph, converting a tally chart to a bar graph is a
similar process. The objectives are appropriate because they align with the Common Core
Standard for 2nd grade.
Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including
those of gifted students, those of students’ physical needs, and those due to cultural
characteristics).
12 Boys, 8 Girls
1 Hispanic, 19 Caucasian
Describe your Knowledge of Students: (in terms of the whole class and individual students)
(e.g., language needs; approaches to learning; prior learning and experiences; academic
proficiencies/behavioral differences; areas of interest).
1 Student receiving special education services for reading
5 Students in Reading Club
List the materials/resources you will need to teach the lesson.

 Chapter 9 PowerPoint
 Chapter 9 Student Pages “Explore and Explain,” “See and Show,” “On My Own,” and
“Problem Solving”
 “Roll a Bar Graph” student page
 Die for each student, or group of students
 Sticky notes

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 Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson
and explain how it will enhance instruction and student learning.
 Promethean Board
 Computer
Accommodations: Base this on the information you provided for Classroom Demographics
and Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the needs of all
learners and accommodate differences in students’ learning, culture, language, etc. *
 Read directions aloud
Pre-Assessment: Describe the instrument or process you will use to measure students’ level of
understanding toward the learning objective(s) prior to teaching the lesson.

 The Pre-Assessment will be administered one day prior to the lesson as the student’s
morning work.
 The Pre-Assessment has 7 questions about the data in the graph about cookies.
o Only questions 1,2,3,5, and 6 used
 The Pre-Assessment asks the students questions about the data, which is the concept
being taught in this lesson.
Appendix A
Pre-Assessment: Describe how the results of the pre-assessment (what the students have
demonstrated they know) will be used to design the lesson objectives, instruction, and post-
assessment. (Include charts, graphs if applicable)
The pre-assessment results will provide information on whether or not students can analyze data
in a bar graph. If students struggle with answering the questions about the data then I will spend
more time explicitly teaching tricks and ways to find the information. I will also go over the “Explore
and Explain” page for extra, guided practice. If students excel at answering the questions I will
allow more independent practice and more time on the “Roll a Bar Graph” activity.

Classroom Management
Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively engaged
throughout the lesson.

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  Callbacks “1..2..3..Eyes on Me, 1..2..Eyes on You”
 Think-Pair-Share
 Immediate Feedback
 Choral Response
 Group Work
 Exit Slips
Implementation
“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the knowledge
and skills required of the objective.
 Review information from previous lesson
 Guide students in the “Daily Survey” (if time allows)
 Explain goals for the day to students
o Goal: By the end of the lesson we should be able to answer questions about data in
a bar graph
 Introduce and model the “Roll a Bar Graph” activity
 Guide students through the “See and Show” page
 Explain directions for the “On My Own” and “Problem Solving” page
o Discuss individual problems
“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice
the skills and content needed to meet the learning objective(s).
 Begin the “Roll a Bar Graph” activity
o Students complete the remainder independently
 Work through #1-3 on the “See and Show” page
 Discuss problems on the “On My Own” and “Problem Solving” page
“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by
the lesson objectives?
 Independently finish “Roll a Bar Graph” activity
 Complete exit slip
 Complete “On My Own” and “Problem Solving”
Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught
in an interactive manner (whole/small group, etc.).
 Before students complete the “On My Own” and “Problem Solving” pages:
o Each student will get a sticky note, they will write one thing they learned or found
interesting. The student will also rate their level of understanding, 1=I don’t
understand the concept at all, 2=I sort of get it, I might need to review, or 3=I got it,
let’s move on!
o Students will turn this in to the teacher and the teacher will hand them an “On My
Own” page
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use
to measure students’ level of understanding toward the learning objectives after teaching the
lesson.
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 Post-Assessment will be 5 questions from the student’s “On My Own” page
o #4,6,7,9,12
Appendix B
Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did
students achieve the learning goals/objective of the lesson? Cite examples from the lesson plan,
assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.

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 For the most part students stayed the same as their score on the pre-assessment. They have had
exposure to analyzing graphs in previous lessons, so I wasn’t overly surprised at the scores. The
one student whose score decreased I think just read the question incorrectly or added incorrectly.
7 students increased their scores and 12 students kept the same score as their pre-assessment.
There were 16 students who got all of the problems correct.
Reflect
Reflect on your instructional strategies, interactions with students, and classroom management
strategies. Describe what went well and what areas you need to revise in the future. Cite
examples (from video) that support your conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you
make each revision? Cite examples from the lesson plan, video and/or student work that would
prompt revisions.
Overall I think this lesson went well. The students really seemed to enjoy the “Roll a Graph”
activity. I noticed as students were completing the activity that I either wasn’t clear on directions or
the students weren’t paying attention and completed the activity incorrectly. If I were to do this
lesson again I would have the students repeat the instructions back to me so I can check for
understanding. I wish I would have found time earlier to have the students complete the pre-
assessment. Due to time issues it was administered right before the lesson and I think placing it
maybe at the beginning of the chapter would show a little more growth. I think the exit slips went
well, I had the students place a 1 if they didn’t understand the concept at all, 2 if they sort of got it
but needed extra practice, and 3 if they understood the concept. I also had them write one thing
they learned or liked about the lesson. A majority of students said 2, they sort of understood the
concept but probably needed more practice, and they enjoyed the rolling dice activity. I think I had
better classroom management this time around, the students did get loud and not pay attention
but I feel I redirected them well. I think it was good that we went over the proper dice etiquette
before they started the activity. I knew this group and I knew that if I didn’t explain that they were
not to throw the dice across the room they were just supposed to gently roll them that there would
be dice flying everywhere. One thing I especially made a note of to do and did not do was to state
the goal for the day. I made a note in my book to remember to state the goals but I either got
nervous or distracted or forgot about it. If I were to do this lesson again, and in future lessons, I
need to find a way to remember to state my goal without relying on a sticky note in a book.
Overall, I think the exit slips and “Roll a Graph” were a success. Things to change or work on for
next time would be a clearer pre-assessment, many students struggled with the directions, and
administering it earlier in the chapter.
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Appendix A: Pre-Assessment

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Appendix B Post Assessment

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Appendix B (cont.) Post Assessment

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Lesson #3
Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Miss Chrisandra Bierne

Grade Level: Second Grade
Subject: English Language Arts
Date: March 20, 2019
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade 2 reading and content, choosing flexibly from an array of strategies.
L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.
List the Rationale (cite theories or theorists):
Gardner Multiple Intelligences
List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, time
bound). Use the following format: “Students will be able to…”
 Students will be able to determine or clarify the meaning of unknown and multiple-meaning
words.
 Students will be able to use sentence-level context as a clue to the meaning of a word or
phrase.
Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.

 Students have had exposure to words that sound the same, but have different meanings.
 Prior to this lesson students have learned about synonyms and were introduced to
homophones through the book “Dear Deer”
Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including
those of gifted students, those of students’ physical needs, and those due to cultural
characteristics).
 12 Boys, 8 Girls
 1 Hispanic, 19 Caucasian
Describe your Knowledge of Students: (in terms of the whole class and individual students)
(e.g., language needs; approaches to learning; prior learning and experiences; academic
proficiencies/behavioral differences; areas of interest).
 1 Student receiving special education services for reading
 5 Students in Reading Club
List the materials/resources you will need to teach the lesson.

 Homophone PowerPoint
 Homophone Flipbooks
 Mini Whiteboards
Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson
and explain how it will enhance instruction and student learning.
 Promethean Board
 Computer

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  YouTube
o “School House Polka”
Accommodations: Base this on the information you provided for Classroom Demographics
and Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the needs of all
learners and accommodate differences in students’ learning, culture, language, etc. *
 Read sentences and questions aloud
 Provide pictures for different homophones as a visual for students
Pre-Assessment: Describe the instrument or process you will use to measure students’ level of
understanding toward the learning objective(s) prior to teaching the lesson.

 The pre-assessment will be administered one day prior to the lesson

 Students will circle the correct homophone for the sentence
Pre-Assessment: Describe how the results of the pre-assessment (what the students have
demonstrated they know) will be used to design the lesson objectives, instruction, and post-
assessment. (Include charts, graphs if applicable)
 The pre-assessment will tell which homophones students know/don’t know
 If students know a homophone pair I will talk about them, but will not stress them.
 If students do not know a homophone pair or do not understand the difference in the pair I
will spend more time in direct instruction

Appendix A
Classroom Management
Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively engaged
throughout the lesson.
• Callbacks “1..2..3..Eyes on Me, 1..2..Eyes on You”
• Think-Pair-Share
• Immediate Feedback
• Choral Response
• Group Work
• Exit Slips
Implementation
“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
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 Describe what instructional strategies you will use to model/explain/demonstrate the knowledge
and skills required of the objective.
 State the goals for the day and show them on the board
o “Our goal for today is to be able to write a sentence with the correct homophone”
 Show the short video “Larry Sings the Schoolhouse Polka” as an opening review
 Review the definition of homophones
o Words that sound the same but have different meanings
 Provide sentences with missing words and discuss the correct homophone for the sentence
o Mini white boards
“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice
the skills and content needed to meet the learning objective(s).
 Talk about homophone pairs and pictures
 Fill in the appropriate missing homophone in the sentence
o Mini white boards
 Guide students in filling in their flipbook
o Do one pair of homophones together (more if needed)
o Each homophone pair needs a sentence that correctly uses the homophone
o Appendix B
o Each homophone pair needs a sentence that correctly uses the homophone
“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by
the lesson objectives?
 Students will finish their flipbook
o Each homophone pair needs a sentence that correctly uses the homophone
Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught
in an interactive manner (whole/small group, etc.).
 Students will write either 1,2, or 3 on their sticky note to rate their level of understanding on
homophones
o 1=I don’t have this
o 2=I sort of have this
o 3=I got this!
 This will be done prior to recess
o Students turn in their exit slip as their “ticket” to getting dressed for recess
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use
to measure students’ level of understanding toward the learning objectives after teaching the
lesson.

Post-Assessment will be the students flipbook

Flipbooks need to have an original sentence with the correct form of a homophone used
o Ex: “I hope the mall has a good sale today!”
 This will provide students with the opportunity to appropriately use the correct homophone
in a sentence
Appendix B
Analyze

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 Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did
students achieve the learning goals/objective of the lesson? Cite examples from the lesson plan,
assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.
Overall, students seemed to achieve the learning goals. All but one student either improved their
score or stayed the same from the pre-assessment. The student whose score went down I think
just didn’t understand the assessment, and that was probably partly due me not explaining the
activity as clearly as I should have. The students who stayed the same got all the questions
correct on both the pre- and post-assessments.

Reflect
Reflect on your instructional strategies, interactions with students, and classroom management
strategies. Describe what went well and what areas you need to revise in the future. Cite
examples (from video) that support your conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you
make each revision? Cite examples from the lesson plan, video and/or student work that would
prompt revisions.
Overall I think this lesson went really well. The students enjoyed creating their own sentences and
sharing them with the class. The video was entertaining and well received, however I should have
had a task or the students to complete during the video. My classroom management, I feel, was
much better during this lesson. I was more comfortable moving students and quietly redirecting
their attention to the class and the lesson. The “We do” portion with the sentences got a bit
repetitive, I should have switched things up and had students do think pair share or table work
instead of having them use the white boards the entire time. Another thing I would change for next
time would be more explicit directions for the flipbook. I was very broad on what to include in the
sentences and I could tell that after looking through the students work. I think that telling students
to write a complete sentence that used the homophone correctly would have eliminated the many
“I like pears” sentences. I think the students really enjoyed this lesson and understood the concept
of homophones and there are obvious changes I would make if I were to do this lesson again, but
overall I think it was a success!

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Appendix A: Pre-Assessment

Key:

1. Pair
2. Write
3. Hair
4. Mail
5. Blew
6. Sale
7. Eight
8. Flour
9. Night
10. won

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Appendix B: Post-Assessment

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Lesson #4
Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Miss Chrisandra Bierne

Grade Level: Second Grade
Subject: English Language Arts
Date: March 26, 2019
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase
L.2.1e Use adjectives and adverbs, and choose between them depending on what is to be
modified
List the Rationale (cite theories or theorists):
Gardner Multiple Intelligences
List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, time
bound). Use the following format: “Students will be able to…”
 Students will be able to use sentence-level context as a clue to the meaning of a word or
phrase
 Students will be able to use adjectives and choose them appropriately depending on what
is to be modified
Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.

Students have been introduced to adjectives in the previous lesson. This lesson will reinforce their
knowledge and build on that knowledge.
Students have also worked with homophones and synonyms and are familiar with words that are
used to describe. Students write in their journals multiple times a week and describe their week to
their loved ones. This lesson will provide students with knowledge on how to more vividly describe
items and events.
Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including
those of gifted students, those of students’ physical needs, and those due to cultural
characteristics).
 12 Boys, 8 Girls
 1 Hispanic, 19 Caucasian
Describe your Knowledge of Students: (in terms of the whole class and individual students)
(e.g., language needs; approaches to learning; prior learning and experiences; academic
proficiencies/behavioral differences; areas of interest).
 1 Student receiving special education services for reading
 5 Students in Reading Club
List the materials/resources you will need to teach the lesson.

 Brown paper bags with various items

o About 8-12
 Adjective Fill in the Blank story
Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson
and explain how it will enhance instruction and student learning.
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  Promethean Board
 Computer
Accommodations: Base this on the information you provided for Classroom Demographics
and Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the needs of all
learners and accommodate differences in students’ learning, culture, language, etc. *
 Read directions aloud
 Read sentences aloud
 Have pictures available for students to reference
Pre-Assessment: Describe the instrument or process you will use to measure students’ level of
understanding toward the learning objective(s) prior to teaching the lesson.

 The pre-assessment will ask students to circle the word that is an adjective for the
highlighted words
o There will be 3 adjectives listed, only one is an appropriate adjective for the word
Pre-Assessment: Describe how the results of the pre-assessment (what the students have
demonstrated they know) will be used to design the lesson objectives, instruction, and post-
assessment. (Include charts, graphs if applicable)
 The pre-assessment will tell me if students are able to pick out which words are best for
describing the highlighted word.
 If students are able to correctly choose the adjective in the group, then there will be no
need to explicitly teach adjectives, only review.
o This will provide more time for activities to test and review knowledge
 If students are not able to correctly choose the adjective in the group, then I will spend
more time explicitly teaching adjectives and provide multiple examples.

Appendix A
Classroom Management
Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively engaged
throughout the lesson.
 Callbacks “1..2..3..Eyes on Me, 1..2..Eyes on You”
 Think-Pair-Share
 Immediate Feedback
 Choral Response

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  Group Word
 Exit Slips
Implementation
“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the knowledge
and skills required of the objective.
 Guide students in a review of adjectives from the previous lesson
o Remind students that adjectives are words that are used to describe
o Brainstorm adjectives for different items
 Web on the board
 Explain the “What’s in the bag?” activity
o Each table will get a brown bag with an item
o Students will take turns placing their hands in the bag and feeling the object, being
careful not to look
 Maximum of 3 “touches” per student
o Students will then describe to the class what the item feels like
 Ex. Hairy, Soft, Hard, Wet
o Students will guess what they think the item is
 Maximum 5 guesses per table (1 for each student)
o Teacher reveals item
 Explain the “Adjective Fill in the Blank” activity
o Completed on Day 2
o Students must fill in adjectives to complete the story
“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice
the skills and content needed to meet the learning objective(s).
 Guide students in the “What’s in the bag?” activity
o Remind students of appropriate guesses and adjectives
 Guide students in the “Adjective Fill in the Blank” activity
o Students must fill in adjectives to complete the story
o Provide many examples and non-examples of appropriate adjectives
“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by
the lesson objectives?
 Finish “Adjective Fill in the Blank” worksheet
o Worksheet is a story about an alligator and students must fill in adjectives to
complete the story
Appendix B
Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught
in an interactive manner (whole/small group, etc.).
 Students will line up and one by one will give an adjective to describe an item given by the
teacher

29 | P a g e
 Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use
to measure students’ level of understanding toward the learning objectives after teaching the
lesson.

“Adjective Fill in the Blank” worksheet will be used as the student’s post-assessment
o Worksheet is a story about an alligator and students must fill in adjectives to
complete the story
Appendix B
Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did
students achieve the learning goals/objective of the lesson? Cite examples from the lesson plan,
assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.

Students understood adjectives and were able to choose appropriate adjectives for the sentence.
The pre-assessment data was very good so there wasn’t a lot of direct instruction of adjectives
needed. Every student either scored the same or improved their score from pre-assessment to
post-assessment.
Reflect
Reflect on your instructional strategies, interactions with students, and classroom management
strategies. Describe what went well and what areas you need to revise in the future. Cite
examples (from video) that support your conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you
make each revision? Cite examples from the lesson plan, video and/or student work that would
prompt revisions.
Overall this was a fun lesson/unit for the students and to teach. If I were to do it again, there would
be changes I would make. One thing I would change would be the fill in the blank story. Next time
I would start the story with the students and go through about half the story together and have the
students finish the rest on their own. I could also do a story together and then give them their own
story to do. Many students were confused on what to place in the blanks and what they all
represented, so it required some explicit modeling and directions to help students understand.
Another thing I would change is I would place a list of sample adjectives on the board for the
“What’s in the Bag?” activity. A lot of students were either guessing right away or naming uses for
the item instead of describing it using adjectives. I think students enjoyed guessing what the item
30 | P a g e
 in the bag was and being creative with the adjectives in their story. Overall, this was a fun,
successful lesson that I would do again with a few modifications!

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Appendix A: Pre-Assessment

Name __________________________________________

Directions: Circle the word that is an adjective for the word in red.

Adjectives are words used to describe

1. Snow

Blue Cold Warm

2. Car

Heavy Hairy Polite

3. Teacher

Grumpy Nice Bumpy

4. Puppy

Warm Silly Big

Key:

1. Cold
2. Heavy
3. Nice
4. Silly

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Appendix B: Post-Assessment

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Lesson #5
Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Miss Chrisandra Bierne

Grade Level: Second Grade
Subject: Science
Date: March 20, 2019
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
2. ESS2.2 Develop a model to represent the shapes and kinds of land and bodies of water in an
area.
2. ESS2.3 Obtain information to identify where water is found on Earth and that it can be solid or
liquid.
List the Rationale (cite theories or theorists):
Gardner Multiple Intelligences
List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, time
bound). Use the following format: “Students will be able to…”
Students will be able to develop a model to represent the shapes and kinds of land in an area.
Students will be able to develop a model to represent the shapes and kinds of water in an area.
Students will be able to obtain information to identify where water is found on Earth.
Students will be able to obtain information to identify that water on Earth can be solid or liquid.
Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.

Students have had exposure and instruction with the various landforms and bodies of water.
Students have looked at pictures of landforms in different countries and shared their personal
experience with bodies of water and landforms. As a class, students have looked at images of
landforms and bodies of water on google earth and seen the different land that surrounds them.
This lesson will give students an opportunity to use the knowledge and skills they have acquired to
create their own island with different landforms and bodies of water.
Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including
those of gifted students, those of students’ physical needs, and those due to cultural
characteristics).
 12 Boys, 8 Girls
 1 Hispanic, 19 Caucasian
Describe your Knowledge of Students: (in terms of the whole class and individual students)
(e.g., language needs; approaches to learning; prior learning and experiences; academic
proficiencies/behavioral differences; areas of interest).
 1 Student receiving special education services for reading
 5 Students in Reading Club
List the materials/resources you will need to teach the lesson.

 Playdough or clay
o Colored brown and blue
 PowerPoint with landforms and bodies of water
 Anchor chart displaying different landforms
 Paper plates
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  Toothpicks
Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson
and explain how it will enhance instruction and student learning.
 Promethean Board
 Computer
o Google Earth
Accommodations: Base this on the information you provided for Classroom Demographics
and Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the needs of all
learners and accommodate differences in students’ learning, culture, language, etc. *
 Have pictures of landforms available for students to reference
Pre-Assessment: Describe the instrument or process you will use to measure students’ level of
understanding toward the learning objective(s) prior to teaching the lesson.

 Pre-Assessment will be administered prior to starting the unit

 Students will match the picture with the correct landform or body of water
Appendix A
Pre-Assessment: Describe how the results of the pre-assessment (what the students have
demonstrated they know) will be used to design the lesson objectives, instruction, and post-
assessment. (Include charts, graphs if applicable)
 The results will tell if students can recognize major landforms (mountain, ocean, and river)
and which they may not be familiar with.
 Landforms and Bodies of Water that students do not know or recognize will be explicitly
taught.
 Landforms and Bodies of Water that students do know will be reviewed, but not stressed
during instruction.

Appendix A
Classroom Management
Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively engaged
throughout the lesson.
 Callbacks “1..2..3..Eyes on Me, 1..2..Eyes on You”

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  Think-Pair-Share
 Immediate Feedback
 Choral Response
 Group Work
 Exit Slips
Implementation
“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the knowledge
and skills required of the objective.
 Review landforms and bodies of water discussed in previous lessons
 Explain directions for creating landforms
 Show directions on the promethean board
o Leave up during activity
 Model how to create landforms with the clay
“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice
the skills and content needed to meet the learning objective(s).
 Guide students in possible ways to create landforms
o Provide examples and non-examples of correct ways to model the landform
“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by
the lesson objectives?
 Students will finish creating landforms
o Each “plate” needs to have at least 3 landforms and 2 bodies of water
Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught
in an interactive manner (whole/small group, etc.).
 Students will go on a gallery walk to view classmates landforms
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use
to measure students’ level of understanding toward the learning objectives after teaching the
lesson.

Students landforms will be used as the post-assessment

Landforms need to have correct representations of at least 3 landforms and 2 bodies of
water
 A rubric will be used to score the post-assessment
Appendix B
Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did
students achieve the learning goals/objective of the lesson? Cite examples from the lesson plan,
assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.

36 | P a g e
 I think the students really understood landforms and bodies of water after this lesson/unit. All
students were able to improve their scores from pre-assessment to post-assessment, student 12
doesn’t have a post-assessment score because they were absent during the activity. All students
were able to name the landforms and/or bodies of water on their “island” when asked. The few
students who did not get 100% either didn’t have enough landforms or bodies of water on their
islands.
Reflect
Reflect on your instructional strategies, interactions with students, and classroom management
strategies. Describe what went well and what areas you need to revise in the future. Cite
examples (from video) that support your conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you
make each revision? Cite examples from the lesson plan, video and/or student work that would
prompt revisions.
I really enjoyed teaching this lesson. It was fun to watch the students name examples of each of
the landforms and/or bodies of water and share their experiences. It was also fun to go on Google
Earth and look at the various things on earth and hearing student’s reactions. If I were to do this
lesson again I would try to find a sturdier plate or give less clay. It seemed like the plates were
unable to hold the student’s islands. I would also take another class period and have the students
draw their islands and then “bring them to life” with the clay. I think this would help students
visualize and plan without worrying about the clay drying out. The gallery walk went well and I
think helped students to not be roaming around the classroom with dirty hands and distracting
others. Overall this was one of my favorite lessons/units to teach and I think the students really
enjoyed it!

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Appendix A: Pre-Assessment

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Appendix B: Post-Assessment Rubric

Student includes at least 3 landforms _____/3

Student includes at least 2 bodies of water _____/2

Student can correctly name their landforms _____/3

Student can correctly name their bodies of water _____/2

Total _____/10

39 | P a g e
 Teacher Work Sample Scoring Rubric
Student Teaching Experience

Teacher Candidate Name: _________________________________________________________________

Semester: Spring Fall Year 20____
Grade/Subject Area______________________________________________________________________

Task I: Professional Goal Setting

Components Advanced/Excellent
4 3
Candidate identifies one
well-planned goal and
effectively communicates
reasons/justifications for why
s/he chose the goal.
Candidate provides a
detailed action plan for the
achievement of the goal and
Professional Goal
cites any specific resources
Setting and Reflection s/he will use to enhance goal
achievement efforts.
Candidate is highly effective
at communicating any
progress/growth made
toward the goal in the
reflection.
Task II: Contextual Information
Components Advanced/Excellent
4 3
Candidate clearly identifies
numerous contextual factors
which may impact the
instructional strategies,
approaches, and
Contextual Factors assessments used to support
their students’ learning.
Task III: Instructional Design and Implementation
Components Advanced/Excellent
4 3
All lessons contains
evidence of setting
measurable objectives that
are clearly aligned with
specific state and/or national
standard(s).
Lessons allow for numerous
Standards/Objectives connections across the
curriculum which serve to
build understanding, and
encourage application to real
world issues.
Proficient/Competent
Candidate identifies one goal
and communicates
reasons/justifications for why
s/he chose the goal.
Candidate provides an
action plan for the
achievement of the goal and
cites resources s/he will use
to enhance goal
achievement efforts.
Candidate effectively
communicates any
progress/growth made
toward the goal in the
reflection.
Proficient/Competent
Candidate identifies several
contextual factors contextual
factors which may impact the
strategies, approaches, and
assessments used to
support their students’
learning.
Proficient/Competent
Most lessons contains
evidence of setting
measurable objectives that
are aligned with specific
state and/or national
standard(s).
Lessons allow for
connections across the
curriculum which serve to
build understanding, and
encourage application to real
world issues.
Basic/Developing Below Basic/
2 Needs Work
1
Candidates identifies one Candidate does not
goal but does not identify a well-planned
adequately provide goal nor provide a reason
reasons/justifications for for the selection of the
the selection of the goal. goal.
Candidate provides an Candidate does not
action plan for the provide an action plan for
achievement of the goal the achievement of the
but needs to work to goal.
develop a more specific
list of resources to be Candidate is not clearly
used for achievement of able to reflect on his/her
that goal. performance in the area
of goal
Candidate’s reflection on setting/achievement.
goal achievement is
minimal and needs
development.
Basic/Developing Below Basic/
2 Needs Work
1
Candidate identifies very Candidate does not
few contextual factors identify the contextual
which prohibits his/her factors.
ability to fully recognize
any impact those factors
would have had on
potential strategies,
approaches, and
assessments used to
support their students’
learning.
Basic/Developing Below Basic/
2 Needs Work
1
Lessons contain minimal Lessons contain no
evidence of setting evidence of setting
measurable objectives measurable objectives
that are only somewhat and are not aligned with
aligned with specific specific state and/or
state and/or national national standard(s).
standard(s).
Lessons allow for no
Lessons allow for very apparent connections
few connections across across the curriculum;
the curriculum which do students are not able to
not build understanding, build an understanding or
nor encourage apply to real world issues.
application to real world
issues.

40 | P a g e
 Incorporates a well-aligned
pre-assessment to measure
students’ prior knowledge of
the learning objective and
purposefully utilizes the
results to inform
planning/instruction for the
lesson and post assessment.
Includes copies of the Pre-
Assessment and Post-Assessments used.
Includes a copy of a high
quality key/product to show
desired outcome.
Purposefully and consistently
incorporates the use of
available technology to
further enhance instruction in
ways that authentically
engage all students in the
learning experience. For
Technology cases where technology is
not utilized, candidate
provides a logical
explanation.
Purposefully adjusts
instruction during lesson
planning and implementation
in order to significantly meet
all of the identified needs of
individuals, small groups or
Accommodations the class by including
specific methods of
differentiation,
accommodations and
modifications.
Numerous
management/motivational
strategies are clearly
identified and rationale
provided for how these
Management strategies serve to
significantly enhance both
student engagement and
learning.
Purposefully activates
Lesson student interest by
Implementation consistently including a
highly-effective/engaging
introduction and closing.
(I Do/We Do/You Do)
Effectively introduces and
repeatedly reinforces the
learning objective(s) so that
41 | P a g e
Incorporates a pre-
assessment to measure
students’ prior knowledge of
the learning objective and
somewhat utilizes the results
to inform planning/instruction
for the lesson and post
assessment.
Includes copies of the Pre-
and Post-Assessments
used.
Includes a copy of a
key/product to show desired
outcome.
Incorporates the use of
available technology to
somewhat enhance
instruction in ways that
engage most of the students
in the learning experience.
For cases where technology
is not utilized, candidate
provides an explanation.
Adjusts instruction during
lesson planning and
implementation in order to
meet some of the identified
needs of individuals, small
groups or the class by
including general methods of
differentiation,
accommodations and
modifications.
Management and
motivational strategies are
identified and rationale is
provided for how these
strategies enhance student
engagement and learning.
Activates student interest by
including an
effective/engaging
introduction and closing.
Introduces and reinforces
the learning objective(s) so
that students are cognizant
of expected outcomes.
Incorporates a pre-
assessment which
partially measures
students’ prior
knowledge of the
learning objective but
fails to adequately utilize
the results to inform
planning/instruction for
the lesson and post
assessment.
Includes copies of the
Pre- and Post-
Assessments used.
Includes a copy of a
key/product to show
desired outcome.
Is still developing the
ability to incorporate the
use of available
technology to enhance
instruction in ways that
engage the students in
the learning experience.
For cases where
technology is not utilized,
candidate provides an
explanation.
Attempts to adjust
instruction during lesson
planning and
implementation but the
differentiated instruction,
accommodations and
modifications used do
not fully meet the
identified needs of
individuals, small groups
or the class.
Management and
motivational strategies
are not clearly identified
and rational is lacking
evidence of how these
strategies fully serve to
enhance student
engagement and/or
learning.
Attempts to activate
student interest but
needs to work to develop
a more effective lesson
opening and closing.
Needs to be more
purposeful about
introducing and
reinforcing the learning
Does not incorporate
evidence of a pre-
assessment to measure
students’ prior knowledge
of the learning objective.
Does not include copies
of the Pre- and Post-
Assessments used.
Does not include a copy
of a key/product to show
desired outcome.
Does not incorporate the
use of available
technology to enhance
instruction nor provide an
explanation for why
technology is not utilized.
Does not adjust
instruction during lesson
planning and
implementation in order to
meet the identified needs
of individuals, small
groups or the class. No
differentiation,
accommodations and
modifications present.
Management and
motivational strategies to
enhance student
engagement and learning
are not identified.
There are no clear
attempts to activate
student interest.
Candidate does not
include evidence of an
effective opening and/or
closing.
 students are cognizant of
expected outcomes.
Presents all content in a
sequential manner and
provides numerous
opportunities for modeling
and practicing the skills and
content needed to meet the
learning objective(s).
Consistently checks for
student understanding
throughout the entire lesson
cycle and provides detailed
evidence of re-
teaching/remediation where
necessary.
Includes numerous detailed
reasons for why the
instructional strategies and
learning activities chosen for
the lessons are
developmentally appropriate
(claims are supported by
relevant theory/research that
is clearly cited).
Includes professional-quality
table/charts/graphs which
clearly show post
assessment results (and pre-
post comparison if
applicable)
Provides detailed description
of the post assessment
results which thoroughly
addresses all of the following
items :
students’ progress toward
Analyzes mastery of the objectives
from pre-to-post
factors that may have
affected the post assessment
results
how the results of the post
assessment highlight what
areas of the lesson will
require re-teaching (if any)
42 | P a g e
Presents all content in a
sequential manner and
provides opportunities for
modeling and practicing the
skills and content needed to
meet the learning
objective(s).
Checks for student
understanding throughout
most of the lesson cycle and
provides evidence of re-
teaching/remediation where
necessary.
Includes reasons for why the
instructional strategies and
learning activities chosen for
the lessons are
developmentally appropriate
(claims are somewhat
supported by relevant
theory/research that is cited).
Includes average-quality
table/charts/graphs which
show post assessment
results (and pre-post
comparison if applicable)
Provides a description of the
post assessment results
which somewhat addresses
most of the following items:
students’ progress toward
mastery of the objectives
from pre-to-post
factors that may have
affected the post
assessment results
how the results of the post
assessment highlight what
areas of the lesson will
require re-teaching (if any)
objective so that the
students are cognizant of
expected outcomes.
Content is not always
presented in a sequential
manner and candidate
needs to provide more
opportunities for
modeling and practicing
the skills and content
needed to meet the
learning objective(s).
Checks for student
understanding
throughout most of the
lesson cycle and
provides little evidence of
re-teaching/remediation
where necessary.
Includes reasons for why
the instructional
strategies and learning
activities chosen for the
lessons are
developmentally
appropriate (claims are
not sufficiently supported
by relevant
theory/research nor
sufficiently cited).
Includes poor-quality
table/charts/graphs
which do not clearly
show post assessment
results (or pre-post
comparison if applicable)
Provides a weak
description of the post
assessment results
which does not
adequately address the
following items:
students’ progress
toward mastery of the
objectives from pre-to-
post
factors that may have
affected the post
assessment results
how the results of the
post assessment
highlight what areas of
the lesson will require re-
teaching (if any)
Learning objective is not
reinforced throughout the
lesson.
Content is not presented
in a sequential manner
and candidate does not
provide evidence of
allowing opportunities for
modeling and practicing
the skills and content
needed to meet the
learning objective(s).
Candidate does not check
for student understanding
throughout the lesson
cycle and there is no
evidence of re-teaching
/remediation.
Does not includes
reasons for why the
instructional strategies
and learning activities
chosen for the lessons
are developmentally
appropriate (claims are
not at all supported by
relevant theory/research
nor sufficiently cited).
No quality
table/charts/graphs which
show post assessment
(and/or pre) results.
Does not provide a
description of the post
assessment results is
weak and illogical and
does not address all of
the following items:
students’ progress toward
mastery of the objectives
from pre-to-post
factors that may have
affected the post
assessment results
how the results of the
post assessment highlight
what areas of the lesson
will require re-
 Identifies, describes, and
explains more than two
relevant successful teaching
Lesson Reflection:
strategies and provides
Successes detailed supporting evidence
for why they were effective.
Identifies and describes more
than two challenges
Lesson Reflection: encountered throughout
lesson.
Challenges
Identifies and describes more
than two significant ideas for
Lesson Reflection: redesigning the lesson and
Improvements provides full details to
support the redesign.
Overall Professional Quality of Teacher Work Sample
Components Advanced/Excellent
4 3
Content Organization:
All formatting requirements
followed: (Cover page,
references/credits, font and
spacing, anonymity)
Paper is well organized with
clarity of thought and
purpose.
Writing Skills Conventions:
Writing has very few errors in
spelling, grammar,
punctuation, and/or sentence
structure.
Overall Quality:
Professionally written, high-
quality paper.
43 | P a g e
Identifies, describes, and
explains two successful
teaching strategies and/or
provides supporting
evidence for why they were
effective.
Identifies and describes two
challenges encountered
throughout the lesson.
Identifies and describes two
ideas for redesigning the
lesson and provides details
to support the redesign.
Proficient/Competent
Content Organization:
All formatting requirements
followed: (Cover page,
references/credits, font and
spacing, anonymity)
Paper is organized.
Conventions:
Writing has only occasional
errors in spelling, grammar,
punctuation, and/or sentence
structure, but does not
significantly detract from
overall quality.
Overall Quality:
Adequately written, average
quality paper.
Identifies, describes, and Fails to adequately
explains only one identify, describe, or
successful teaching explain successful
strategy and/or provides teaching strategies and
only minimal supporting provides no supporting
evidence for why it was evidence.
effective.
Identifies and describes Fails to adequately
only one challenge identify, describe, or
encountered throughout explain challenges
the lesson. encountered throughout
lesson.
Identifies and describes Fails to identify and
one idea for redesigning describe an idea for
the lesson and provides redesigning the lesson
very minimal details to and/or provides no details
support the redesign. to support the redesign.
Basic/Developing Below Basic/
2 Needs Work
1
Content Organization: Content Organization:
Most formatting Few formatting
requirements followed: requirements were
(Cover page, followed: (Cover page,
references/credits, font references/credits, font
and spacing, anonymity) and spacing, anonymity)
Paper is somewhat Paper requires much
organized but candidate better organization of
needs to continue to content and candidate
develop communicating needs to significantly
thought and purpose. develop in the area of
communicating thought
and purpose.
Conventions: Conventions:
Writing has frequent Writing has numerous
errors in spelling, errors in spelling,
grammar, punctuation, grammar, punctuation,
and/or sentence and/or sentence
structure, and this structure, errors which
somewhat detracts from significantly detract from
overall quality. overall quality.
Overall Quality: Overall Quality:
Writing and quality of Poorly written, low-quality
paper are in paper. Resubmission
development but required.
resubmission is not
required.